CHPS PL News
Term 2 - Weeks 5 & 6
Week 5
All day - Elle, Susan, Mim, Heidi & Courtney - Curiosity & Powerful Learning
Wednesday 25.5.16
All day - Elle, Susan, Mim, Heidi & Courtney - Curiosity & Powerful Learning Hub Session
12pm - 3pm - Nava & Val - Preschool Research Project- Glenfield
Thursday 26.5.16
8:15am - 8:55am - All Staff - TPL - EAL/D team - Teaching refugees in my classroom
Friday 27.5.16
All day - Year 4 Assessment & Reporting
All day - Elle - Curiosity & Powerful Learning: Directors and Principals session
12pm - 3pm - Manjula & Georgia - Teaching English Language Learners
Week 6
9am -11am - Assessment for Learning - Orange Group
11:20am - 1pm - Assessment for Learning - Blue Group
12:30pm - 3:30pm - Diane - L2
Tuesday 31.5.16
All day - Year 1 Assessment & Reporting
Thursday 2.6.16
8:15am - 8:55am - All staff - TPL - Numeracy Skills Framework
1:30pm - 3:30pm - Year 1 - L3 Training
3:10pm - 4pm - ECT Workshop - Making Teaching Explicit
Friday 3.6.16
All day - Executive Planning Day
12pm - 3pm - Manjula & Georgia - Teaching English Language Learners
Reflecting on the APSTs
Focus Area 2.6 - Information & Communication Technology (ICT)
While there is little debate that ICT tools do help the learning environment, an ICT tool is just that; a tool. If you choose to use ICT as a presentation tool that effectively replaces the teacher and textbook, then students will still be passive learners. However, if you use ICT as a cognitive tool to engage your students in higher order thinking, then your students will become active participants in the learning process.
Strategies for professional practice:
* using suitable instructional ICT tools for each lesson, including online and electronic resources to engage students
* ensuring that all students have access to a computer and the Internet
* making allowance for students who are not familiar or do not have access to some technological tools
* checking that the iCT tools are suitable for all students in deep learning
Focus Area 3.1 - Establish Challenging Learning Goals
When creating challenging learning goals or outcomes, the goals should be narrow and specific, and able to be stated in clear language that will permit later evaluation. The goals should reflect a balance between knowledge and understanding, high level thinking and analysis and communication or social skills.
Strategies for improving professional practice
* develop learning goals in terms of what students will learn rather than what the students will do
* creating learning goals which are specific, doable and which allow for informal assessment within a time frame
* designing learning goals that relate to social skills, thinking skills, task management and knowledge-related outcomes
* considering students cultures, special needs and skill levels when developing challenging learning goals
Food for Thought
* How do you teach students to assess their own performances?
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